ENJOY!

The incident neatly illustrates how the restorative process brings a community together at a moment when, traditionally, conflict might divide the classroom. But is it worth all of that effort? Evidence from the court system, school surveys and controlled experiments suggests restorative justice can indeed do a lot of good. Although more studies are needed to explore its full effects on schools, the research thus far hints that this approach to discipline helps people feel respected and that they, in turn, show greater respect for rules.

To understand restorative justice, it’s worth looking at its roots. About forty years ago, criminal justice scholars and reformers in North America and Europe began exploring justice across cultures and studying the perspectives of perpetrators. “Eye for an eye” thinking, they found, may be a longstanding part of Western society, but that’s not true everywhere: some communities place reconciliation above retribution. Inspired by this realization, the restorative justice movement was born.

Restorative justice courts in countries including New Zealand, Rwanda and South Africa, for example, developed restorative practices based on the traditions of indigenous communities to address issues as diverse as genocide and petty theft. Much like the restorative circle Gregory witnessed, these courts bring victims and offenders together in dialogue to discuss each person’s perspective. Offenders have to take responsibility for their actions and commit to a plan to mitigate the damage they’ve caused.

District Deeds Synopsis:

District Deeds is a big supporter of REAL Restorative Justice practices that are “practiced” following established, documented guidelines and applied consistently and equitably for all.

This article describes the classic Restorative Justice (RJ) method and provides a great insight into how it should be deployed.

Unfortunately, but as expected the Supt. Cindy Marten watered down and inconsistent San Diego Unified School District version of RJ is barely recognizable when compared to the classic version described in this article.

For decades, California 4th-graders have studied the Golden State: its geography, people and history. Now, historians and Native American teachers are pushing to broaden that curriculum to include more on the culture and history of the state’s original inhabitants.

“For so many years, the story of California Indians has never really been part of classrooms,” said Rose Borunda, an education professor at Sacramento State University and a coordinator of the California Indian History Curriculum Coalition. “Our story has never been present. It’s often sidestepped because it’s inconvenient. But it’s the truth, and students should learn it.”

Borunda, who is Native American, and her colleagues are working to educate teachers statewide on the history of California’s indigenous people, who were among the most populous and diverse Native Americans in North America. Their curriculum would complement the state’s History-Social Science framework, which was updated two years ago.

The changes are part of a broader effort to expand Native California curriculum in the state’s K-12 schools. In October, Gov. Jerry Brown signed AB 738, which requires the state’s Instructional Quality Commission — which advises the State Board of Education on curriculum — to create a Native American studies class curriculum for high schools that will satisfy the elective course requirements for admission to the University of California and California State University. Earlier this year, Brown signed AB 2016, which creates an elective high school ethnic studies course that could also include Native American history and culture. The State Board of Education is required to adopt the ethnic studies curriculum by March 2020.

District Deeds Synopsis:

It is about time!!!

California Native Americans have been one of the most neglected groups in the curriculums provided by both the State and Federal governments. It is good to see that it is NOT optional for Marten and her senior staff cronies, otherwise it would be another 50 years before they would think about fully integrating Native American history into SDUSD classrooms.

This article is a great primer for the history and future of Native American ethnic studies…well worth reading!

Most public school teachers spend their own money on classroom suppliesBermudez is not in an uncommon situation. Teachers, especially those in public schools, often pay for school supplies with their own money and look to donations or discounts for help with those expenses. Almost all public school teachers (94 percent) have spent their own money on school supplies without getting reimbursed, according to the National Center for Education Statistics, which surveyed teachers between 2014 and 2016. They spent on average of $479 out of pocket over those years, though the median was $297. About 44 percent spent less than $250 and 36 percent spent between $260 and $500.

Teachers at city schools spent more than their suburban or rural counterparts ($526 compared to $468 or $442, respectively) and a higher percentage of them spent more than $1,000.

Why are teachers footing the bill? Many public schools are under-funded and state spending per student was lower in fiscal year 2015 compared to previous years, according to the National Center for Education Statistics’ latest data. Teachers earned about $58,000 per year on average in 2016, according to the National Education Association, but 36 states fall below that national average.

District Deeds Synopsis:

It is no secret in the SDUSD that Teachers and Parents provide many classroom supplies that should be included in the school site budget.

We have been to schools that have virtually run out of copier paper, toner and other supplies necessary for classroom instruction.

Depending on individual Teachers to supplement classroom supplies is about as inequitable as it can get for the schools and students that need the most support. Typically Teachers at the most difficult schools are at the bottom of the pay scale because they cannot “bump” into a less difficult school. These teachers have less to spend on classroom supplies…and should not be expected to do so.

Some Teachers ask parents to make up the difference by giving them a list of items to “voluntarily” supply…items like pencils and kleenex, which is not allowed but also not enforced, in SDUSD schools. If the parents are poor, they have no money to buy supplies even if it WAS allowed.

The teachers who improperly provide classroom supplies are trying to do the best thing for their students and it is difficult to fault them for an unselfish act…but we wonder if by providing the supplies they are actually enabling the SDUSD senior leadership under Marten to avoid their financial responsibility.

It is a difficult subject and we would appreciate SDUSD teachers to give us their opinions so we can post a story on this subject in the future.

Now for our Quote of the Week:

“You can spend a lot of money on education, but if you don’t spend it wisely, on improving the quality of instruction, you won’t get higher student outcomes. – andreas schleicher

Have a great week!!!

__________________________________________________________

IF

Your family has been injured by the San Diego Unified School District, go to the District Deeds Complaint Formspage to find instructions to fight for your Civil Rights!

YOU ARE TIRED OF THE COVER UPS AND LIES BY SUPT. CINDY MARTEN…

Please Click the Link Below and sign the Petition Today and READ the COMMENTS to Support the REMOVAL of Marten by SDUSD Stakeholders!

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About District Deeds

Mr. Engle is a blogger dedicated to investigating the San Diego Unified School District. His blog, District Deeds, strives to create transparency to the "deeds" the SDUSD hides from the SDUSD Stakeholders - Students - Parents - Teachers - Administrators - Community Members